“A mixture of dried flower petals and spices, used to make room or drawer smell pleasant”- Cambridge English Dictionary.

I was reminding myself on how busy the end of term 1 is and how it always seems to come to a conclusion almost before it has started. Usually in the NT by “stumps” a little more certainty has revealed itself with complete knowledge of the number of staff and students in the school. However one can never be complacent and in my worst staffing year I started term 2 six teachers down. I’m aware during this year, 2022 that some Principals are having to teach more than is comfortable because of staff shortages or COVID. What a term it has being having to deal with the huge uncertainties of COVID! Rather than the statement being “to be or not to be” it is now “to mask or not to mask”. I’ve followed avidly Dr Norman Swan (ABC) through the last two years and I think as, I write, that it is now two years since the first restrictive measures were introduced to the community. Dr Swan’s cautions don’t always parallel those of the Chief Ministers and Premiers but I have valued his comments.

“Potpourri”- a word adopted into the English language from the French. I figured that I would write some short musings (creating an article potpourri) in my next two presentations for our journal rather than a “longish” dissertation. Well here goes. Each paragraph can be read in isolation if you wish. My Mum loved making Potpourri and on a visit would often arrive with a colourful bag of the floral mixture. She had an elegant English style garden with lots of flowers which she loved. She named her house “Fieldway” after the house the family lived in during our time in England after World War 2. Rather than picking the flowers off the plants as they died and throwing them onto the garden bed, she lovingly collected them and made her potpourri. In today’s peak of the “Age of High Mass Consumption”, a very fitting term crafted by the Economic Historian, Walt Rostow in the 1960s, it seems imperative that we see how somethings can be used differently before throwing them away. Potpourri can make a really pleasant difference to a room or a drawer and will last for ages. It was as if my Mum was giving new life to the flowers. I think this concept of giving new life is really valuable for children to understand as they are exposed so regularly, through TV news etc. to the notion of unbridled destruction. Poignantly my little 8 year old grandson asked me today whether Australia had a strong defense force as he was worried about possibilities beyond Ukraine. With information being so vivid and available it is most important that the concept of “New Life” is not forgotten for children.

In thinking about the wonderful times I had on Study Leave and the treasure chest of things I learnt, I recall the lunch I had at Taft School in Connecticut, a wonderful School with a fine reputation. The Principal had been recommended to me as an excellent operator, and indeed he was. At lunch I asked him what was the population of the School. He said 450. The School had large well-kept grounds and there was clearly room for expansion. His reply was that Plato considered 450 to be the ideal size of a society, so it was decided to have the School at that. The School was financially well off so they had no economic survival push to grow bigger. I’ve always remembered this as an example of an important decision made on philosophical rather than economic grounds. Quality was most important to the School. As a Principal there are times when a “TAFT” type decision, rather than an economic one, should be made. I should add - the year I visited was 1992, 30 years ago, and the School population is now about 600. Of these, 495 are boarders. Perhaps something of his philosophy still remains.

In Germany, on one of my journeys, I visited Birklehof School in Hinterzarten Southern Germany. It is a wonderful School and is a long term member of Round Square. I liked the Principal and respected him as a fine, highly principled educator. He and his wife had taken me out to dinner the night before at a local pub. So much the case in Europe, their large impressive dog was allowed into the pub and sat quietly under the table. The next day I went to speak to him in his study. To me the room struck a chord resulting in a lifelong effect on me. I had been in many Principals’ studies, some huge, some expensively furnished, some very corporate but this one projected humility, being very simply furnished with the central table basically a picnic table. His plain desk faced the window. Clearly he would speak to people at the table not over his desk. Not everyone would agree with this arrangement but it suited me and I consequently bought a similar picnic table when I returned. Originally I spoke to people from behind my desk but I changed and felt more comfortable talking with them at the table. Besides, I used to enjoy looking out of the window watching the School in action.

I had the good fortune to visit St Cyprian’s School in Capetown South Africa.It was a Girl’s School and during the early part of my time as a member of Round Square it also became a member. The Principal was one of the finest educators I have met. She was passionate about the School and the children and was dedicated to a philosophy of Social Justice in addition to a fine Academic Education. Compassion was a hallmark of the School. She became a lifelong friend and has visited St Philips several times. We had an excellent Exchange Program with the School and my daughter undertook her gap year there. She was not only a gifted Principal but also an outstanding Teacher. She committed to spending time with all the classes in the School, seeing her personal relations with the students her top priority. I was so impressed watching her relate to her students and her staff. Later I became friendly with the Board Chair of the School and understood from him how much she was valued by the Board.

Mostly on a school visit the Principal would ask what you wanted to achieve with the visit. It was always worthwhile doing homework before hand and becoming somewhat familiar with the school before the visit. If the opportunity presented itself I would like to not only see the Principal, Business Manager, Development Manager, Head of Boarding, Head of Maintenance and perhaps Heads of a selection of Subjects. If opportunity presented itself perhaps head of Outdoor Ed. I recall visiting the Junior School at Salem and was enthused with the museum they had which was a dynamic ongoing project. That experience, the enthusiasm and knowledge of the students, really stuck with me.

Sedbergh School in Quebec Canada, founded in 1939, sadly closed its doors in 2010. It was a remarkable School with a fine tradition. I was fortunate to know two of the former Principals and some students . It was a Sister School of ours and we had some wonderful Student Exchanges with it. Interestingly it was a very small Full Boarding School of about 80 pupils in 7-12. I was fortunate to visit the School and see it in action. One unique part of its program were the Student Huts built on the bush land which was their large campus. Students would go to their Huts on the weekends and survive, returning ready for the week’s school. There were no teachers at the Huts - student behaviour was based on trust. Like so many Independent Schools it was founded by an idealist who really believed in Innovative Education.

Next week I will write more about the founder of Starehe Boys Centre and School, Dr Geoffrey Griffin, situated in Nairobi Kenya. Starehe a Boys’ Boarding School, offers a free, high - quality education to many orphaned and poor African Children. Geoffrey lead the School for 46 years before dying of cancer at the age of 72. A significant aspect of the School’s tradition were regular full School meetings with Geoffrey. At this meeting, which he chaired, students could ask any questions of him, so long as the questions were presented respectfully. I watched one of these large sessions in action. It was most impressive and clearly valued by Geoffrey and the boys. Starehe has produced some of Kenya’s most remarkable citizens.

As I travelled and visited schools I was captivated by the thinking that lay behind the foundation of schools. The founders believed strongly in a philosophy of education and had a clear idea on how to implement it. They believed that by starting a school they could influence society and help to make the world a better place. Few, I guess, would not simply want to randomly just start a school. They wanted to really make a difference.

Chris Tudor

AISNT Historian & Principal Liaison